CHANGING ACCOUNTING UNDERGRADUATES' ATTITUDES TOWARDS SUSTAINABILITY AND CLIMATE CHANGE THROUGH USING A SUSTAINABILITY SCENARIO-BASED INTERVENTION WITHIN CURRICULUM TO ENHANCE EMPLOYABILITY ATTRIBUTES

Rumbidzai Mukonoweshuro, University of Plymouth, U.K.
Janet Richardson, University of Plymouth, U.K.
Jane Grose, University of Plymouth, U.K.
Tauringana Venancio, University of Southampton, U.K.
Chao Su, Hunan Agricultural University, China & The University of Plymouth, U.K.

Published in

INTERNATIONAL JOURNAL OF BUSINESS RESEARCH
Volume 18, Issue 4, p81-90, December 2018

ABSTRACT

This research evaluates the quality and effectiveness of using a sustainability scenario-based educational intervention within higher education curriculum, designed to raise awareness and generate discussion among business students about climate change, sustainability and enhances employability attributes. The research sitting was at a UK higher education institute, final year business undergraduate students. The research methodology involved students completing questionnaires before and after the intervention. Nonparametric analysis using SPSS version 22 and content analysis were performed on the data collected. Results found significant differences in attitudes towards, ‘Climate change is important for business’ and ‘Sustainability should be included in business curriculum’. The awareness of the impact that sustainability and climate change has got on the environment is important to business students. The results have implications to enhance employability attributes as the intervention can provide real life knowledge about how to use natural resources that can add value to businesses.

Keywords

Business undergraduates; higher education curriculum; graduate employability; climate change; United Kingdom


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